Further discussion and comments are now entertained, to enhance the outcome of component I. At this point we should have a story Line. The students have discussed possible plot ramifications, and even given names to some of the characters presented (two grandparents, two grandchildren). We now develop their character and attitudes, based on my initial presentation of the family unit.
Sequencing
: To help students identify and understand the sequence of a story, and be able to apply it to any story they are presented. Procedure: Using a familiar fairy tale, illustrate the different parts of the story. We will listen to a record and I will stop in the middle, leaving out the ending: then have the students tell the story from the middle, without the beginning, etc. The ability to stop on time (if only the beginning is requested), to identify the changes in the plot, and the climax, is to be taught and reinforced in order to make the story writing a smooth process.
Conflicts
: To have students identify conflicts.
Procedure: Since all action is based on conflict, students must learn to identify the conflict presented and come up with new ones that can be added to the story line. In class discussion I would lead the students into the possible solutions to the conflict of language/generations that the story presents. Students should come up with at beast three solutions to the conflict:
1. Grandparents learn English (favoring grandchildren).
2. Grandchildren practice their Spanish (favoring grandparents).
3. They all ignore each other (no one wins).
If the above attitudes come to surface, they can be discussed and the outcome can provide the probable ending/solution of the conflict. Questions such as:
Who has to learn whose language and
why?, or:
Is one language more important than the other?
, as well as:
Do we have to communicate at all
? will be explored.
This discussion of conflicts and their solution is very important to me, for the students’ negative and positive attitudes towards language learning and their home environment will be explored and, possibly, influenced in a positive manner. I would like to tape the proceedings, so I can capture all the ideas that surface, as well as have a student write important points on the board for all to see. We now have a plot with beginning, middle, and end. We have a conflict to be resolved. We have four basic characters.
At the end of component II of my project, students would have:
1. Identified and understood the sequence of the story (comprehension)
2. Identified and discussed conflict involved (oral skills).
3. Provided the story with a solution/ending.